The Forum School

Local authorities (LA) have been re-organised with effect from April 1 2019. The former LAs of Dorset, Poole and Bournemouth have merged into 2 new LAs: Dorset Council and Bournemouth, Christchurch & Poole.
Due to this change, there is no LA comparison data available for this school. You can access the historic LA data in the download section. We will publish data for the new LAs when we release 2018/2019 school performance data.

Final 2018 data is not available or applicable for this school. This is normally for one of the following reasons:

The school changed school type (for example, converted to an academy) during the 2017 to 2018 academic year, or re-opened after the closure of the previous school on the same site (for example, it became a sponsored academy). In these cases, the 2018 data will be found on the page of the former school, because that is where pupils carried out the majority of key stage 2 opens a popup .

The school had no pupils at the end of key stage 2 in 2018 - for example, because the school is new and pupils have so far only completed the first few years of their studies.

We don't publish key stage 2 figures for independent schools.

Local authorities (LA) have been re-organised with effect from April 1 2019. The former LAs of Dorset, Poole and Bournemouth have merged into 2 new LAs: Dorset Council and Bournemouth, Christchurch & Poole.
Due to this change, there is no LA comparison data available for this school. You can access the historic LA data in the download section. We will publish data for the new LAs when we release 2018/2019 school performance data.

This page shows final opens a popup results for pupils who completed key stage 4 opens a popup
in the summer of 2018, except where stated otherwise. We published the provisional results in October 2018, the revised results in January 2019 and the final results in April 2019.

Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

A pupil is considered to have entered for the English Baccalaureate if they entered for qualifications in English, maths, sciences, a language and either history or geography. The English Baccalaureate (EBacc) opens in a new window is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. University technical colleges, studio schools and some further education colleges with key stage 4 provision provide a specialist technical and professional education. It is not appropriate to expect the same rates of EBacc entry from these types of schools and colleges. They should decide on a case-by-case basis whether their specialist curriculum is compatible with the full EBacc.

This shows the number of pupils who either stayed in education or went into employment after finishing key stage 4 (after year 11, usually aged 16). This is for pupils who finished year 11 two years before the year of publication. For example, the 2018 table shows pupils who finished year 11 in 2016, which is the most recent data currently available. This figure covers any sustained education or employment destination.

This tells you the percentage of pupils who achieved grade 5 or above in the 2017 reformed English and maths GCSEs opens in a new window or grade C or above in the 2016 English and maths GCSEs. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 5 in the new grading is a similar level of achievement to a high grade C or a low grade B in the old grading.

This tells you the percentage of pupils who achieved grade 4 or above in the 2017 reformed English and maths GCSEs opens in a new window or grade C or above in the 2016 English and maths GCSEs. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 in the new grading is a similar level of achievement to a low grade C in the old grading.

Schools get a score based on how well pupils have performed in up to 8 qualiﬁcations, which include English, maths, 3 English Baccalaureate qualiﬁcations including sciences, computer science, history, geography and languages, and 3 other additional approved qualiﬁcations.

Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Results by pupil characteristics

Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 2 opens a popup . These figures indicate how well a school supports all of its pupils to meet their potential. Middle prior attainers were pupils who achieved level 4. High prior attainers were pupils who did better than level 4, while low prior attainers were below level 4. Pupils without key stage 2 results have been excluded.

EBacc additional measures

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 4/C or above in English, maths, science, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of most EBacc GCSEs has changed in 2017 and 2018 as part of the GCSEs reforms opens in a new window except for a few including ancient history and some languages. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 5 or above in the new grading is a similar level of achievement to a high grade C or low grade B in the old grading.

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 4/C or above in English, maths, science, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of most EBacc GCSEs has changed in 2017 and 2018 as part of the GCSEs reforms opens in a new window except for a few including ancient history and some languages. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

Pupils who did not stay in education or apprenticeships for 2 full terms but were in employment from October 2016 to March 2017. Pupils with a combination of education and employment making up 2 terms are also included.

About this data

LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure

NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college

NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure

NEW = New school or college

NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools

SP = Small percentage: the number is between 0% and 0.5%

SUPP = Suppressed: In certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (10 in the case of destination measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.

State-funded schools (local authority maintained schools and academies) are held to account for their performance against these measures.
We publish results for independent schools, but they are not accountable against these measures.

Final 2018 data is not available or applicable for this school or college. This is normally for one of the following reasons:

The school or college changed school type (for example, converted to an academy) during the 2017 to 2018 academic year, or re-opened after the closure of the previous school or college on the same site (for example, it became a sponsored academy). In these cases, the 2018 data will be found on the page of the former school or college, because that is where students carried out the majority of their 16 to 18 studies.

The school or college had no students who completed 16 to 18 studies in 2018 - for example, because 16 to 18 studies are new at this school or college and students have so far only completed the first year of their studies.

Local authorities (LA) have been re-organised with effect from April 1 2019. The former LAs of Dorset, Poole and Bournemouth have merged into 2 new LAs: Dorset Council and Bournemouth, Christchurch & Poole.
Due to this change, there is no LA comparison data available for this school. You can access the historic LA data in the download section. We will publish data for the new LAs when we release 2018/2019 school performance data.

Pupil absence in 2017/2018

Absence data covers pupils aged 5 to 15 on 31 August 2017, and is for the full 2017/2018 academic year including the second half of the summer term. For schools that opened or closed part way through this period, the absence information will be based on a shorter period.
See the absence statistics guide opens in a new window for more information on how we collect and report absence figures.

The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

About this data

You should be cautious comparing absence figures over time, as full academic year absence figures are only available
for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.

This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as
city technology colleges, academies (including free schools) and pupil referral units.

The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members
employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

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